درخت حوزه‌های تخصصی

This study examines hybridity in translation through a case study of Funny in Farsi: A Memoir of Growing Up Iranian in America . It analyzes how references to American and Iranian cultures are rendered in the Persian translation and how these choices shape the hybrid character of the text for different readerships. To this end, the English source text and its Persian translation are compared to identify the translation strategies applied to hybrid elements reflecting Iranian and American cultures. The findings show that material culture, such as food, clothing, housing, and transportation, constitutes the most prominent category of hybrid elements. Transference is the most frequently used strategy overall, particularly for elements reflecing American culture, indicating a predominantly foreignizing approach. In contrast, hybrid items reflecing Iranian culture are more often translated through cultural equivalence and reduction. Interpreted in light of Venuti’s (1995) concepts of domestication and foreignization, the results suggest that the translator preserves the hybrid nature of the memoir by maintaining the foreignness of American elements while reducing familiar Iranian ones.

Artificial Intelligence (AI) is affecting various aspects of education and there is a need to consider the consequences of this technological improvement on achievement and attitudes of the most direct stakeholders. Therefore, this study has focused on the effect of AI on teaching English with three key areas of concern: the effect of Chat-GPT-driven materials on learning outcomes, the attitudes of teachers who use Chat-GPT -informed pedagogy, and the students’ attitudes towards Chat-GPT-integrated materials. This study used a quasi-experimental intervention-based research design to achieve the intended objectives. Based on the type of educational institution, the participants were divided into three groups (90 students from Iranian language institutes, 100 students from public high schools, and 100 students from private high schools). Furthermore, fourteen teachers from these institutions shared their viewpoints on the use of AI, particularly Chat-GPT, in developing instructional materials. Pre- and post-tests were administered to check the effect of treatments on each group (based on the syllabus developed for those specific educational institutions). Moreover, two researcher-developed questionnaires were administered among teachers (composed of 27 Likert-Scale items) and students (composed of 23 Likert-Scale items). The obtained results indicated that Chat-GPT significantly improved EFL learners' performance in language institutions. Teachers looked upon AI with favor. This was based on its potential to change the produced educational materials and improve students’ engagement in the learning process. Students, in all three environments, looked positively toward Chat-GPT-driven materials. In short, this study showed the potential for AI to upgrade EFL teaching in Iran.

This study investigates the effects of task complexity and task repetition on the reading comprehension of Iranian EFL learners. The primary aim was to determine whether varying levels of task complexity and the repetition of these tasks could lead to significant enhancements in learners' reading comprehension abilities. A pretest-posttest design was utilized to assess the participants' performance before and after the intervention. Statistical analyses, including the One-Sample Kolmogorov-Smirnov Test and paired samples t-tests, were conducted to assess data normality and evaluate the significance of observed differences. The findings indicated that both task complexity and task repetition had a substantial positive impact on the reading comprehension scores of Iranian EFL learners. Task complexity promoted deeper cognitive engagement, while task repetition facilitated retention and mastery of reading skills. These results suggest that incorporating strategically designed complex tasks and repeating them can enhance reading comprehension in EFL contexts. The study concludes that task complexity and repetition are effective strategies for improving reading comprehension among Iranian EFL learners. The enhancement in comprehension can be attributed to the cognitive challenges posed by complex tasks and the reinforcement provided through task repetition. Educators are encouraged to integrate tasks with varying levels of complexity and to implement repetitive practice within their instructional strategies. This approach not only aids in comprehension but also fosters a more engaging learning environment. Future research should explore the optimal levels of task complexity and repetition to maximize learning outcomes and examine their applicability in diverse educational contexts.

This study explores the influence of dialogic reflective journals (DRJ), incorporated with guided collaborative critical reflection (GCCR), on critical thinking skills and professional identity development of Iranian English as a Foreign Language (EFL) teachers, framed by Schön's (1983) Reflective Practice Model and Korthagen's (2004) Onion Model. Employing a mixed-methods design, the research involved 60 EFL teachers (30 in the experimental group and 30 in the control group) over a semester. Quantitative data from pre- and post-intervention surveys were analyzed using Mann-Whitney U and Wilcoxon Signed-Rank tests, while qualitative insights were derived from thematic analysis of DRJ entries and focus group interviews. Findings indicated significant enhancements in critical thinking and professional identity for the experimental group, with emergent themes of Ethical Mission Alignment, Collaborative Agency, Emotional Resilience, and Socio-Cultural Awareness extending Korthagen's model. These results underscore DRJ's efficacy in promoting transformative reflection, offering implications for EFL teacher training programs in Iran to mitigate barriers like workload and institutional rigidity.

This study investigated the developmental trajectory of Scalar Implicature (SI) comprehension in monolingual Persian-speaking children, examining how linguistic typology, contextual support, and cognitive abilities influence this process in a Subject-Object-Verb language. 60 children divided into 2 age groups (4-5 and 6-7 years), along with 20 adults, participated in a Statement Evaluation Task involving the quantifier "some" ("ba'zi"). The task was designed to evaluate whether participants interpreted "some" as "some but not all" in scenarios where the alternative "all" is true with two contextual conditions: Basic and Enriched, the latter increasing the salience of the "all" alternative. Standardized assessments of Working Memory (WM) and Theory of Mind (ToM) were also administered to explore cognitive correlates. Results showed a significant main effect of Age Group; older children demonstrated higher SI rates (mean=0.61) than younger children (mean=0.35), indicating a developmental increase in pragmatic competence. Moreover, contextual enrichment significantly enhanced SI rates overall, with older children benefiting more notably as evidenced by a significant interaction between age and context. Correlational analyses revealed that WM capacity (Backward Digit Span) was associated with SI performance in the Basic Context, whereas ToM scores correlated with SI rates in the Enriched Context, suggesting dissociable cognitive mechanisms underpin SI comprehension depending on contextual complexity. These findings supported a universal developmental progression from logical to pragmatic interpretations of scalar terms in Persian-speaking children, emphasizing the roles of WM and ToM in the emergence of pragmatic inference. Overall, the study highlighted how contextual cues and cognitive resources differentially facilitate SI understanding, lending support to resource-dependent models of pragmatic development.

Two of the models in the Serial Optimality Theory in which derivational paths compete and are evaluated by Prec(a, b) family of constraints are Optimality Theory- Candidate Chains (OT-CC) and Optimal Interleaving (OI). The former operates exclusively at the level of phonology, while the latter postulates the interplay between morphology and phonology. This article presents a case study of vowel harmony in Kalhori Kurdish that necessitates a level where phonological and morphological processes alternate to account for both the application and lack of application of a phonological process. In Kalhori Kurdish, the features of [o] are spread regressively all the way to the leftmost edge of the verb; however, this is not the case when the coordinating conjunction clitic [=o] is added to the verb. The analysis of the data collected from 15 Kalhori Kurdish speakers revealed that OT-CC cannot simultaneously explain the root-prefix vowel harmony and the absence of this process between the clitic and the verbal ending, unless the morphological information is duplicated at this level. However, benefiting from the possibility of morphological processes alternating with the phonological ones, the OI model successfully explains both the presence and the absence of the vowel harmony

The present paper reports a study conducted among Iranian English as a foreign language (EFL) learners, addressing the critical issue of imagined identity/community within a globalized world. The concepts of “imagined identities” and “imagined communities” (ICs) refer to the internalized self-conceptions learners develop regarding who they aspire to be and the broader social groups they envision themselves as part of in the context of language learning, respectively . Drawing on Norton’s (2000, 2001) framework of ICs, this study focused on the diverse imaginations that Iranian EFL learners possess while learning English. The study involved five participants, aged between 13 and 36, and employed a qualitative approach utilizing semi-structured interviews for data collection. Through these interviews, rich narratives illustrating the learners’ unique perspectives emerged. The findings revealed that while the imagined identities/communities differed among participants, a common thread was their significant influence on guiding learners through the language learning process. Moreover, the research indicated that a lack of awareness regarding learners’ desired membership in their ICs could detrimentally impact their engagement and commitment to language learning, often resulting in various forms of non-participation in the classroom. Pedagogical implications of the study for EFL teaching practices, emphasizing the importance of creating classroom environments that validate and support learners' ICs and foster their imagined identities/communities as essential components of effective language instruction, are discussed. The study also offers recommendations for future research endeavors to further explore the dynamic interplay between imagined identities/communities and language learning outcomes.

This study investigated the effect of collaborative learning (CL) and scaffolding strategies through the Learning Management System (LMS) on EFL students’ writing performance. Employing an explanatory sequential mixed-methods design, 180 upper-intermediate EFL learners (90 undergraduates and 90 postgraduates) from four universities in Isfahan were selected via convenience sampling. The quantitative phase used a pretest-posttest non-equivalent control group design. One experimental group received CL-based instruction via LMS, the other applied scaffolding strategies through LMS, while the control group used traditional methods. All groups attended 14 weekly 90-minute sessions. Quantitative results (one-way ANCOVA) indicated that both CL (p = .000, p < .05) and scaffolding (p = .01, p < .05) significantly improved writing skills, with CL being more effective than scaffolding (p = .02, p < .05). The qualitative phase, using thematic analysis of semi-structured interviews, revealed five key themes: digital and technological literacy, instructional quality, infrastructure, assessment, and satisfaction.

Few studies have explored how English-as-a-foreign-language (EFL) preservice teachers can do collaborative reflective practice (CRP) to enhance their knowledge and skills, using artificial intelligence (AI) tools. The main purpose of this study, adopting a basic interpretive qualitative design, is to investigate how CRP can be implemented with ChatGPT to develop preservice EFL teachers professionally. After selecting the participants through a purposive sampling procedure and exploring the perspectives of eight preservice EFL teachers and two teacher educators through narratives, interviews, observations, and group discussions, the data were analyzed through thematic analysis. The results of data analysis showed that employing CRP implemented in ChatGPT has the potential to provide several benefits, including the ability to contemplate new experiences, connect theory and practice, acquire knowledge and expertise, become critical and autonomous, embrace challenges and opportunities, improve professionally, socially, and emotionally, regulate emotions and thoughts, and foster creativity. Furthermore, the use of ChatGPT in CRP can function as a virtual mentor and collaborator to engage with preservice teachers, find problems and resolve issues, and enhance professional growth. The findings of the present study may carry implications for teacher educators and policy makers to enhance social and reflective practices as they integrate AI into teacher education programs to enhance preservice teachers’ cognitive and social functioning.

Artificial Intelligence (AI) is increasingly transforming the landscape of education, particularly within the domain of language learning, as evidenced by a growing body of research published in computer-assisted language learning (CALL) journals. These studies have examined the application of various AI technologies, including natural language processing (NLP), AI-driven educational platforms, automatic speech recognition, and chatbots, in facilitating language acquisition. The present study investigated the perceptions of 386 Iranian high school EFL students, utilizing the Students’ Perceived EFL Teacher Support Scale to evaluate the impact of AI-powered speaking assistance technologies, educational level, and learning setting on perceived teacher support. The findings revealed a tri-factorial structure underlying EFL teacher support, highlighting the compatibility of AI technologies with traditional pedagogical methods. This suggests that the integration of AI-powered tools into classroom instruction can enhance the overall effectiveness of language teaching and learning. To ensure optimal outcomes, educators are encouraged to strategically incorporate AI within pedagogically sound frameworks that maintain human-centered support. The study offers important implications for sustaining and enhancing teacher support in technology-enriched learning environments and underscores the need for further empirical research in this evolving area of applied linguistics and educational technology.

Online collaborative writing (OCW) is an essential pedagogical method in higher education, promoting learner interaction and shared responsibilities in academic writing tasks. While previous research has explored learners’ perceptions of OCW across various academic writing genres, there is a lack of investigation into how OCW impacts higher education students’ perceptions of their research article abstract writing performance. Utilizing an OCW perception questionnaire and semi-structured interviews, this study aimed to gauge the perceptions of 20 Iranian PhD TEFL candidates regarding an online collaborative academic writing course focused on writing research article abstracts. Quantitative and descriptive analysis of the questionnaire data and qualitative thematic analysis of the interview questions revealed that participants held positive views of technology-mediated writing instruction. However, they noted challenges faced, such as connectivity issues, software glitches, or time management. Besides, they offered recommendations, including exerting more rigid rules and defining more online assignments for the betterment of such online courses. The findings underscore the necessity of integrating technology-based writing instruction into teacher training programs to equip educators with essential skills for effective implementation. Besides, given the participants’ favorable looks towards interactive platforms like Google Docs, conducting joint research article writing programs can enhance the collaborative writing experience, ultimately leading to better academic outcomes for doctoral candidates.

Although researchers have used practical procedures for developing professional teacher education, such as reflective practice and action research, the role of learning-oriented assessment (LOA) in building an active learner-centered pre-service teacher education has received scarce scholarly attention. Hence, the purpose of this study is to explore how collective and reflective LOA can enhance EFL pre-service teachers’ learner-centered teacher education. For this purpose, 15 Iranian EFL pre-service teachers were selected through a convenience sampling procedure from a teacher-training college in Iran. The study was built on a qualitative intrinsic case study, the data were collected from the participants through observations, self- and peer-assessment practices, portfolios, and semi-structured interviews, and the collected data were inductively analyzed. The results of the inductive thematic analysis indicated that pre-service teachers became active, cooperative, and flexible. Firstly, pre-service teachers concentrated on reflective self-assessment, collaborative peer-assessment, and portfolios. Secondly, pre-service teachers were more self-directed and autonomous by taking more actions, planning their development, making decisions, and learning. Thirdly, pre-service teachers accelerated their positive emotions, such as growth mindset, flexibility, curiosity, and criticality. The findings promise implications for implementing learning–oriented assessment to promote teachers’ agency and autonomy in their teaching careers.

This study investigates the effects of summative, formative, and combined assessments on the development of listening and reading comprehension skills on advanced Iranian EFL learners. Data were collected from 40 advanced EFL learners, aged 19 to 35, from intact classes at a higher education institute, divided into three experimental groups, each receiving one of the assessment types (summative, formative, or a combination of both), along with a control group. Learners’ progress in listening and reading comprehension was measured over a four-month period using pre- and post-tests administered at the end of the term. Data analysis involved ANOVA, ANCOVA, and post hoc LSD tests. The findings of this longitudinal study revealed that while the combined application of formative and summative assessments had a significant positive impact on listening comprehension, neither assessment type alone contributed to improvement in this area. In contrast, the results showed that all forms of assessment—whether summative, formative, or combined—led to notable improvements in reading comprehension. These results highlight the differential effects of assessment types on listening and reading skills, suggesting implications for assessment practices in EFL contexts.